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Quick Reference Guide for Teachers
You are key! No two ELLs (English Language Learners) are the same! You are key to their success when you
differentiate! Most of what you already do benefits ELLs.
A New ELL? WHAT DO I DO FIRST?
• Provide a welcoming, safe environment.
• Assign a willing buddy
• Check textbook kits. Many publishers have resources designed so that ELLs may participate in lessons even if
they have limited English.
• ELLs may not speak for weeks. This “silent phase”is normal. Be patient and don’t force.
• Learn ELL’s language level.
• Learn about the student’s language and culture. Introduce the ELL’s home country to the class.
• Grades: Modify content, assignments, and assessment to allow ELLs to succeed. ELLs cannot fail solely due
to lack of English proficiency.
• Gather resources: CDs & flash cards.
• Seat the student near the front
What if the ELL doesn’t speak any English?
• Use gestures, flashcards, visuals, and repetitive commands.
• Put ELLs in cooperative groups.
• Provide opportunities for ELLs to learn American culture (games, word play, flashcards, nursery-rhymes, songs,
holidays.)
• Give ELLs a picture dictionary (check library or ESL teacher.)
• Simplify your language. Speak slowly. Repeat!
• Use software like Rosetta Stone.
• Encourage parents to read aloud in home language. This print awareness will facilitate English literacy.
• Very important: Include ELL in academic instruction. Teach academic vocabulary and syntax
What if an ELL speaks English, but lacks literacy skills?
• Conversational English usually precedes reading & writing.
• Phonics: ELLs need to know the meanings of words used to teach phonics.
• ELLs may come to you not knowing that print conveys meaning. Or ELLs may be from a language that is read
right to left, or top to bottom (Arabic, Chinese) or uses characters. Give ELLs a lot of exposure to print concepts.
• Teach and build sight word vocabulary.
• Provide or record books on tape, CD, computer, ipods, ipads, or tablets. Read aloud!
• Become familiar with language conflicts (for ex., vowels in Spanish are long so ELLs may have trouble
recognizing short vowel sounds.) Arabic has only 3 vowels and is written backwards.
• Be particularly sensitive to English idioms and multiple meaning words.
• As ELLs gain letter/sound knowledge, provide many opportunities to practice reading and build automaticity.
• Modify instruction and/or assessment.
Entering (Level 1)/Beginning (Level 2)
-Use lots of visuals and demonstrations
-Reduce stress.
-Allow wait time!
-Use hands-on activities
-Establish consistent classroom routines
-Use yes/no questions
-Use Language Experience Approach
-Use cooperative learning
-Simplify your vocabulary
-Watch idioms
-Reduce the # of spelling/vocabulary words
-Reduce the # of objectives
-Build background and teach American culture
-Connect learning to student’s life
-Check for understanding
-Repeat and rephrase
-Allow ELL to work on computer.
-Provide opportunities to develop phonemic
awareness.
-Provide opportunities for ELL to learn everyday
words.
-Include ELL in content
-Label important words
Assessment
-Allow student to point to answer
-Allow student to illustrate answers
-Oral tests
-Extended time
Developing (Level 3)/Expanding (Level
4)
Developing (Level 3)/Expanding (Level 4)
-Use lots of visuals and demonstrations
- Allow wait time!
-Use hands-on activities
-Establish consistent classroom routines
-Use Language Experience Approach
-Use cooperative learning
-Simplify your vocabulary
-Watch idioms
-Reduce the # of spelling/vocabulary words
-Reduce the # of objectives: depth instead of
breadth
-Reduce reading burden by shortening
assignments
-Use graphic organizers
-Go over key vocabulary before reading
-Build background and teach American culture
-Check for understanding
-In math, ELL may be familiar with metric system,
not our English system.
-Teach English skills in all content areas (for ex.,
teach how to use the index of the math book).
Assessment
-Extended time on tests
-Word banks on tests
-Reduced writing requirements
-Matching tests
-Oral tests
-Group projects
-Labeling
Modifications and Accomodations
Modifications are required for all ELLs, if needed ELLs cannot fail because they lack
English proficiency!
HELLO for Teachers
HELLO stands for Helping English Language Learners Orientation
Here's a Powerpoint presentation on working with ELLs. This presentation is for teachers.
Objectives:
To develop an understanding of the definition of an English Language Learner.
To learn how to create an inclusive, sensitive environment for ELLs entering your classroom.
To distinguish between the myths and realities of second language acquisition.
To learn how to model and teach learning strategies.
To learn how to develop sheltered content lesson plans.
To help teachers of ELLs to identify proven strategies to implement in the classroom.
PPT Presentation
Differentiation for ELLs
Guidelines
1. Clarify key concepts and
generalizations to ensure that all
learners gain powerful
understandings that serve as
the foundation for future
learning. Teachers are
encouraged to identify the
essential concepts to ensure all
learners [even
those with a significantly
modified curriculum] have the
chance to learn the most
important, “enduring”
understandings.
2. Use assessment as a
teaching tool to extend versus
merely measure instruction.
Assessment should occur
before, during and following the
instructional episode to check
for understanding and help
refine instruction.
3. Emphasize critical and
creative thinking as a goal in
lesson design. The tasks,
activities, and procedures for
students should require that
students understand and apply
meaning. Instruction may
require supports, additional
motivation, varied tasks,
materials, or equipment for
different students in the
classroom.
4. Engaging all learners is
essential. Teachers are
encouraged to strive for
development of lessons that are
engaging and motivating for a
diverse class of students. Vary
tasks within instruction as well
as across students. In other
words, an entire session for
students should not consist of
all drill and practice, or any
single structure or activity.
5. Provide a balance between
teacher-assigned and student-
selected tasks. A balanced
working structure is optimal in a
differentiated classroom. Based
on pre-assessment information,
the balance will vary from class-
to-class as well as lesson-to-
lesson. Teachers should assure
that students have choices in
their learning.
· The teacher is clear about
what is essential in subject
matter.
· The teacher understands,
appreciates, and builds upon
student differences.
· Assessment and instruction
are inseparable.
· The teacher adjusts
content, process and product in
response to student readiness,
interests and learning profile.
· All students participate in
age-appropriate, respectful
work.
· Students and teachers
collaborate in learning.
· Goals of a differentiated
classroom are maximum growth
and individual success.
· Flexibility is the hallmark of
a differentiated classroom.
English Language Learners Resources